A STUDY OF PHONOLOGICAL INTERFERENCE AMONG THE THREE DIVERSE MOTHER TONGUES OF ENGLISH LEARNERS IN THE SOUTHERNMOST OF THAILAND

Hayeesa-i, Tasneem and Syafryadin, Syafryadin and Iis, Sujarwati (2023) A STUDY OF PHONOLOGICAL INTERFERENCE AMONG THE THREE DIVERSE MOTHER TONGUES OF ENGLISH LEARNERS IN THE SOUTHERNMOST OF THAILAND. Masters thesis, Universitas Bengkulu.

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Abstract

This study investigates how the mother tongue influences the pronunciation of English voiced and voiceless consonants among university students in multicultural environments in southernmost Thailand. The research focuses on Thai, Pattani Malay, and Arabic mother tongue groups and adopts a mixed-methods approach to examine pronunciation accuracy. Quantitative data obtained through frequency accuracy calculations allows for comparisons and statistical analysis among the mother tongue groups, while qualitative data acquired through error analysis explores specific phoneme substitutions made by students. Acoustic measurements using the Praat program provide objective data for analysis. The findings reveal variations in pronunciation accuracy across different positions of English consonants among the three language groups. Thai speakers demonstrate proficiency in initial and medial positions but encounter challenges in the final position. Pattani Malay speakers rank second in accuracy, while Arabic speakers exhibit the highest accuracy in the final position. Most participants in all three groups substitute unfamiliar English phonemes with familiar or similar sounds from their native languages. Notably, some students also produce phonemes influenced by the spoken languages and religious practices of the region's community, in line with the language contact theory. For instance, some Thai speakers could correctly pronounce the voiced phoneme /g/ due to interference from Pattani Malay, while Arabic speakers substitute /p ̚ / for /p/ and struggle with /ð/, potentially influenced by Pattani Malay. The study further reveals that accurate pronunciation closely aligns with native speaker acoustic patterns, while incorrect pronunciation results in significant deviations from native speaker norms in terms of acoustic values. These findings provide teachers with a better understanding of the specific pronunciation challenges faced by learners from diverse linguistic backgrounds, enabling them to design effective instructional approaches and foster effective communication skills. By shedding light on the unique complexities of language contact and its impact on students' English pronunciation, this study enhances English language teaching methodologies in multicultural settings.

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